Burton Leonard Church of England (VC) Primary School - Progression in Word Reading
Year
Apply phonic
knowledge
Accurate reading
Reading CE words
Reading longer words
Reading aloud
Re- reading
1
 Apply phonic knowledge
and skills as the route to
decode words
 Read words with
contractions (for
example I’m, I’ll, we’ll)
and understand that the
apostrophe represents
the omitted letter(s)
 Read common
exception words, noting
unusual correspondences between spelling
and sound and where
these occur in the word
 Read other words of
more than one syllable
that contain taught
GPCs
 Read aloud accurately
books that are consistent
with their developing
phonic knowledge and that
do not require them to use
other strategies to work
out words
 Re - read these books to
build up their fluency
and confidence in word
reading
 Read further common
exception words, noting
unusual
correspondences
between spelling and
sound and where these
occur in the word
 Read accurately words
of two or more syllables
that contain the same
graphemes as above (ie
alternative sounds for
graphemes)
 Read aloud books closely
matched to their improving
phonic knowledge,
sounding out unfamiliar
words accurately,
automatically and without
undue hesitation
 Re - read these books to
build up their fluency
and confidence in word
reading
 Read words containing
taught GPCs and -s, -es,
-ing,-ed,-er and -est
endings
2
 Respond speedily with
the correct sound to
graphemes (letters or
groups of letters) for all
40+ phonemes,
including, where
applicable, alternative
sounds for graphemes
 Read accurately by
blending sounds in
unfamiliar words
containing GPCs that
have been taught
 Continue to apply
phonic knowledge and
skills as the route to
decode words until
automatic decoding has
become embedded and
reading is fluent
 Read accurately by
blending the sounds in
words that contain the
graphemes taught so
far, especially
recognising alternative
sounds for graphemes
 Read most words
quickly and accurately,
without overt sounding
and blending, when
they have been
frequently encountered
 Read words containing
common suffixes
3
4
 Read further exception
words, noting the
unusual
correspondences
between spelling and
sound, and where these
occur in the word
 Apply their growing
knowledge of root words,
prefixes and suffixes
(etymology and
morphology) as listed in
English Appendix 1, both to
read aloud and to
understand the meaning of
new words they meet
 Apply their growing
knowledge of root words,
prefixes and suffixes
(etymology and
morphology) as listed in
English Appendix 1, both to
read aloud and to
understand the meaning of
new words they meet